The details of this chart are less important than the process of creating it. After trying collaborative writing with a colleague or two, reading/watching how others use it in the classroom, and trying out an assignment or two with your own students, get together with a few other educators and fill out your own chart. Here's a blank chart we give out as a part of a Think-Pair-Share. You might want to divide it into sections and consider the affordances and constraints by user (teacher/student/special needs student/advanced student), use (narrative/nonfiction/scripts/note taking/etc.), taxonomy (Bloom/SAMR/etc.), etc. Hopefully you'll revise the chart as you use collaborative writing in a wider variety of ways. This exercise can definitely be combined with ideas of balancing technology, content and pedagogy. (Check out this podcast on TPaCK and SAMR.)
especially limits need for editing spelling and grammar compared to individual writing
opportunities for students to teach each other and to practice using language/ideas from mini lessons
someone to bounce ideas off
can work with the entire piece written collaboratively (dialogic), with parts being written separately (hierarchical) and then synthesized, or somewhere in-between (brainstorm/outline together, draft parts separately, revise together, and write conclusion collaboratively)
the rationale for the collaboration could be:
a task that is too big for one person to complete in the time allotted
a task that requires multiple areas of expertise or interest
a task that requires the synthesis of a variety of resources, perspectives, subtopics, etc.
students can learn to deal with creative conflict
provides a place for "early, tentative, stupid writing to coalesce into something more substantive" Jones
aids students understanding of the affordances and constraints of distributed cognition (group brain)
specific tools can help or hinder collaborative writing by their specific affordances/constraints and the students' familiarity or lack thereof with the tool(s)
students (and parents) can be resistant if collaborative work is not a normal way of learning/working at school or in the classroom
students have to learn to deal with creative conflict which requires instruction, mediation, and more
how do you structure/teach this so it does not become a "dumbing down"?
how do you grade the group work and each students' effort/achievement?
aids students understanding of the affordances and constraints of distributed cognition (group brain)